Today's societies strive toward not leaving any children behind in their educational systems. Efficacy of educational inputs and processes is of paramount importance in today's education. Research studies can provide essential input in efforts toward attaining such efficacy. Thus, the purpose of this study was to test if high school students' motivation and learning strategies scores differed significantly according to their gender, grade level, mother's level of education and father's level of education. Participants of the study were 318 volunteering high school students. Motivational and Learning Strategies Questionnaire and the Demographic Information Form were used for data collection. Data analysis was done with ANOVA and MANOVA procedures. Results showed that students' scores on motivation factor differed only according to grade level. Their scores on learning strategies factor differed according to both gender and grade level. Results, limitations of the study and implications for educators and school counselors were discussed.